A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Abstract

Objective. To qualitatively analyze free-text responses gathered as part of a previously published survey in order to systematically identify common concerns facing pharmacy experiential education (EE) programs. Methods. In 2011, EE directors at all 118 accredited pharmacy schools in the US were asked in a survey to describe the most pressing issues facing their programs. Investigators performed qualitative, thematic analysis of responses and compared results against demographic data (institution type, class size, number of practice sites, number and type of EE faculty member/staff). Expert and novice investigators identified common themes via an iterative process. To check validity, additional expert and novice reviewers independently coded responses. The Cohen kappa coefficient was calculated and showed good agreement between investigators and reviewers.Results. Seventy-eight responses were received (66% response rate) representing 75% of publicly funded institutions and 71% of schools with class sizes 51-150. Themes identified as common concerns were site capacity, workload/financial support, quality assurance, preceptor development, preceptor stipends, assessment, onboarding, and support/recognition from administration. Good agreement (mean percent agreement 93%, ƙ range50.59-0.92) was found between investigators and reviewers. Conclusion. Site capacity for student placements continues to be the foremost concern for many experiential education programs. New concerns about preceptor development and procedures for placing and orienting students at individual practice sites (ie, "onboarding") have emerged and must be addressed as new accreditation standards are implemented.

A Qualitative Approach to Improving Advanced Pharmacy Practice Experiences in an ACPE International Certified Program

“…18,19 Preceptor development, preceptor stipends, assessment, onboarding students, and support/recognition from the administration continue to be common themes from impetus and continue through the developmental to the experienced stages. Further, many of these same issues were recommended in the recommendations for the draft standards for Advancing Quality in Pharmacy Education.…”

Capacitación hospitalaria de profesionales pediátricos en investigación y gestión

“…9 Para promover cambios de actitud y aplicación de habilidades adquiridas, se necesita un abordaje multimodal con técnicas activas y dinámicas, como aprendizaje autorregulado, resolución de problemas, educación interprofesional y uso de tutores o asesorías en el sitio de trabajo. [10][11][12] Este artículo describe el desarrollo y la metodología de implementación de un programa intensivo de capacitación en investigación y gestión aplicado a la práctica pediátrica, realizado en el ámbito de trabajo en un hospital pediátrico, y los resultados de ocho años consecutivos desde el inicio del programa. Como el curso está dirigido a la capacitación de nivel intermedio del personal de planta permanente del hospital, y los pediatras en f o r m a c i ó n d i s p o n e n d e o t r o s c u r s o s d e capacitación, 13,14 fue requisito tener 5 años de recibido o residencia básica completa.…”

Reassessment of Health-System Capacity for Experiential Education Requirements

“…7,8 Colleges and schools of pharmacy still face challenges in finding experiential education placements for their students. 9 As noted by Danielson and colleagues, concerns around the capacity for hospitals/health-systems to serve as experiential education sites still exist. 7 While these exact concerns were raised in the 2007 study, they did not account for changes to the experiential education curriculum with the implementation of Standards 2007.…”